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Kismet: the Social Robot

Researchers in the Artificial Intelligence Laboratory working to engineer smarter robots are now building a machine that interacts socially with people in this video segment adapted from the Massachusetts Institute of Technology.

Remarkably, many of the robotic feats that science fiction writers proposed decades ago have become a reality, with a few important differences. Robots perform duties such as defusing explosives and completing other hazardous tasks; painting and washing cars, selling snacks, vacuuming floors, and even providing companionship to people. However, these robots perform their functions without feeling, thinking independently, or learning. Instead, the majority of robots are preprogrammed to perform specific tasks in specific locations. Changing either the task or the location requires painstaking reprogramming to reflect the new set of conditions.

In an attempt to build more adaptable robots, researchers at the Artificial Intelligence Laboratory at the Massachusetts Institute of Technology set out to put a human face on computer technology. The result of their work — the robot Kismet — is designed not only to resemble a human but also to use human behaviors and social cues to interact with humans. For example, Kismet is programmed to direct its head and the four cameras it carries toward movement, color, and, in particular, faces. If a stimulus is particularly intense or too close to Kismet's face, the robot pulls away. If activity is far away, Kismet moves forward.

Such actions enable the robot to position its cameras optimally so that they continue to receive information from the outside world. However, because the behaviors are generated by an expressive humanlike face, they mean more to an observer. They convey information to which a human observer can then respond accordingly. In this way, Kismet's developers believe they have opened the door on a new way for robots to learn and adapt and for humans and robots to communicate with each other.

Kismet's remarkable abilities are not without a price. Kismet senses the world through a microphone and four separate cameras. Ten computers process the incoming information. Twenty-one motors power Kismet's vocalizations, facial expressions, and head movements. Five additional computers control these motors. Every new level of complexity increases the load on Kismet's computers and causes slower responses from the robot. Since even greater complexity would be needed for us to fully communicate with a robot as we do with each other, the team at the Artificial Intelligence Lab will need to continue to push the limits of Kismet's computer system in order to accomplish this goal.

How will people know if Kismet understands them? How the robot interacts socially with them is an important component for human beings to believe that their communication is successful. This engineering problem has a complex solution. Being able to define the problem and understand the desired outcome or criteria that measures whether or not the solution is successful is a key part of Engineering Design.

Before watching the video: Ask students to discuss how they can tell by someone’s facial expressions and posture if they are friendly or mean. Having them demonstrate this might be easier than trying to describe it with words.

After watching the video: Ask students to explain or describe the problem to which Kismet is the solution. Students define the problem that is being worked on; this illustrates the Engineering Practice, Defining Problems.

Ask students whether Kismet appears to be more human than other robots do. What about Kismet makes it seem this way? Students recognize that there are criteria that are used to measure whether a solution is successful, part of the Engineering Practice, Defining Problems.

How will people know if Kismet understands them? How the robot interacts socially with them is an important component for human beings to believe that their communication is successful. This engineering problem has a complex solution. Being able to define the problem and understand the desired outcome or criteria that measures whether or not the solution is successful is a key part of Engineering Design.

Before watching the video: Ask students to discuss how they can tell by someone’s facial expressions and posture if they are friendly or mean. Having them demonstrate this might be easier than trying to describe it with words.

After watching the video: Ask students to explain or describe the problem to which Kismet is the solution. Students define the problem that is being worked on; this illustrates the Engineering Practice, Defining Problems.

Ask students whether Kismet appears to be more human than other robots. What about Kismet makes it seem this way? Students recognize that there are criteria that are used to measure whether a solution is successful, part of the Engineering Practice, Defining Problems.

How will people know if Kismet understands them? How the robot interacts socially with them is an important component for human beings to believe that their communication is successful. This engineering problem has a complex solution. It is important that the solution meet the design criteria.

Before watching the video: Ask students to discuss how they can tell by someone’s facial expressions and posture if they are friendly or mean. Having them demonstrate this might be easier than trying to describe it with words.

After watching the video: Ask students whether Kismet appears to be more human than other robots. What about Kismet makes it seem this way? What did Dr. Breazeal indicate were the important things to consider? Students recognize that criteria are prioritized and used to determine if a solution, or its re-design, is successful, part of the Engineering Practice, Designing Solutions.